21st Century Teaching and Learning through E-Portfolios: Potentials and Challenges in Teacher Education

21st Century Teaching and Learning through E-Portfolios: Potentials and Challenges in Teacher Education

Yi-Ping Huang (University of Maryland Baltimore County, USA)
DOI: 10.4018/978-1-4666-0143-7.ch006

Abstract

Forces of affluence, technological advancement and globalization brought about accelerated transitions in the 21st century (Pink, 2006; Naisbitt, 2006; Anderson, 2006). Along with accelerated changes in the economy, culture and polity have become increased demands for global competitiveness and increased urgency to re-envision notions of educational excellence. With the rising focus on accountability by policymakers, accreditation agencies, and the general public, greater expectations are no longer the aspiring ideals of a few educational leaders but the obligations people share for preparing new generations of teachers and learners with the knowledge, skills, and dispositions needed to meet the demands of the 21st century. These demands include expertise in the core subjects, as well as 21st century fluencies, including learning and innovation skills; information, media and technology skills; and life and career skills (Framework for 21st Century Learning, 2007).
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Education Accountability System (Eas): Profile Of A Teacher Education Unit

The Department of Education at the University of Maryland Baltimore County (UMBC) offers teacher preparation programs for initial licensures and teacher education programs for practicing teachers. These programs are approved by the Maryland State Department of Education (MSDE), accredited by the NCATE, and nationally recognized by the Specialized Professional Associations (SPAs). Central to the accreditation and quality improvement processes are the development, implementation and sustenance of the Education Accountability System (EAS).

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